Péter Lautner’s chapter ‘Concepts in the Neoplatonist Tradition’ expands the scope of the enquiry by discussing Platonist theories of concept formation in Late Antiquity. Generally speaking, the philosophers belonging to the so-called schools of Athens and Alexandria believe that the articulation of our rational capacity and the acquisition of knowledge somehow derives from the senses as well as the intellect, and they mostly agree that some elements of concept formation, notably generalisation, occur on the basis of sense-perception. They disagree, however, as to whether or not such generalisations are full-blown concepts. While all the philosophers under consideration endorse some version of the view that the main source of concepts is our intellect, which essentially contains fully fledged concepts, their accounts vary in respect of the intellect’s ability to project concepts onto the lower cognitive faculties. The problem of how the two kinds of concepts mentioned above are related to each other occupies the Platonists through the entire period under examination and constitutes the focus of Lautner’s analysis.

This chapter considers an unusual cognitive category, which pertains to a kind of process rather than a kind of entity, state, or capacity, namely language-thought processes. The kind of process in question is often discussed in the cognitive science literature under the headings of “linguistic relativity” and “linguistic determinism.” These labels aim to identify a distinctive type of cognitive process, all of whose instances share something important in common, namely a fundamental or deep-seated influence of language on thought. By looking at some paradigmatic cases, I argue that there is nothing to distinguish this type of process from a broader cognitive phenomenon, namely concept acquisition or conceptual change. Moreover, within this broader category, there are two distinct kinds of process that are usually lumped together but that do not seem to have anything significant in common. There is an important difference between those processes that involve simultaneous recruitment of linguistic capacities and those that do not. These two types of process may constitute distinct cognitive kinds within the broader cognitive kind of concept acquisition or conceptual change.